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YEAR 2 Personality & ID > Intelligence > Flashcards

Intelligence Flashcards

1
Q

Intelligence is a ___ construct

A

Latent

Simply = Hidden; can’t be observed directly and must be inferred by performance and behaviour

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2
Q

What is intelligence?

Give 5 different definitions

A
  1. The ability to carry out abstract thinking

simply = Thinking flexibly, going beyond literal to the metaphorical

  1. The ability to learn, or having learned, to adjust oneself to the environment
  2. What intelligence tests measure
  3. A global concept that involves an individual’s ability to act purposefully, think rationally and deal effectively with the environment
  4. General ability to reason, plan, solve problems, think abstractly, learn quickly and learn from experience
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3
Q

True or False?

Intelligence is a tangible construct

A

False

Intelligence is a latent construct

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4
Q

According to Gottfredson (2000), what is the definition of intelligence?

A

General ability to reason, plan, solve problems, think abstractly, learn quickly and learn from experience

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5
Q

What does IQ stand for?

A

Intelligence Quotient

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6
Q

What is originally a measure of the deviation of mental age from chronological age?

A

IQ

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7
Q

What is IQ?

A

Originally a measure of the deviation of mental age from chronological age

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8
Q

IQ is originally a measure of the deviation of mental age from chronological age

How can IQ be calculated?

A

IQ = (mental age / chronological age) X 100

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9
Q

(mental age / chronological age) X 100

This is the formula to work out…?

A

IQ

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10
Q

IQ is originally a measure of the deviation of _____ from _____

A

Mental age from chronological age

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11
Q

What was the problem with the original measure of IQ?

A

Originally used to measure mental age of children, but doesn’t work that well for individuals over 17 (adults)

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12
Q

Who redefined the IQ as a standardised score showing deviation from average score (of 100)?

A

Wechsler (1975)

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13
Q

What did Wechsler (1975) do to improve the measure of IQ?

A

Redefined the IQ as a standardised score showing deviation from average score (of 100)

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14
Q

Wechsler (1975) redefined the IQ as a standardised score showing …?

A

Deviation from average score (of 100)

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15
Q

In Wechsler’s (1975) redefined IQ measure, what was the distribution of scores?

A

Scores were normally distributed with an SD of 15

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16
Q

What are the 5 types of intelligence test items?

A
  1. Digit span
  2. “What does this proverb mean?”
  3. Trail-Making
  4. Letter Number Sequencing
  5. Classic reasoning task
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17
Q

What is digit span as an intelligence test item?

A

Repeat each string of numbers in the order that it is said by the instructor

e.g. 5-6-3,
8-4-9-2,
9-7-2-5-3-8-6-4

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18
Q

What is the “what does this proverb mean?” as an intelligence test item?

A

e.g. Make hay whilst the sun shines

Interpret the meaning of a phrase or proverb, think abstractly, not literally

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19
Q

What is trail-making as an intelligence test item?

A

Join the circles in numerical order, as quickly as possible

Assesses the speed at which someone can do a simple task

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20
Q

What is letter number sequencing as an intelligence test item?

A

Rearrange these items so that you say the numbers first, in ascending order, then the letters in alphabetical order

e.g. If the instructor says ‘7G4R’, the participant would say ‘47GR’

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21
Q

What is classic reasoning task as an intelligence test item?

A

Participant is asked to look at these images and try to identify the underlying principle that describes the sequence to work out the image of the final slot

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22
Q

e.g. Make hay whilst the sun shines

What type of intelligence test item is this?

a. Letter Number Sequencing

b. “What does this proverb mean?”

c. Classic reasoning task

d. Digit Span

e. Trail-Making

A

b. “What does this proverb mean?”

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23
Q

Rearrange these items so that you say the numbers first, in ascending order, then the letters in alphabetical order

What type of intelligence test item is this?

a. Letter Number Sequencing

b. “What does this proverb mean?”

c. Classic reasoning task

d. Digit Span

e. Trail-Making

A

a. Letter Number Sequencing

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24
Q

Join the circles in numerical order, as quickly as possible

What type of intelligence test item is this?

a. Letter Number Sequencing

b. “What does this proverb mean?”

c. Classic reasoning task

d. Digit Span

e. Trail-Making

A

e. Trail-Making

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25
Q

Participant is asked to look at these images and try to identify the underlying principle that describes the sequence to work out the image of the final slot

What type of intelligence test item is this?

a. Letter Number Sequencing

b. “What does this proverb mean?”

c. Classic reasoning task

d. Digit Span

e. Trail-Making

A

c. Classic reasoning task

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26
Q

e.g. If the instructor says ‘7G4R’, the participant would say ‘47GR’

What type of intelligence test item is this?

a. Letter Number Sequencing

b. “What does this proverb mean?”

c. Classic reasoning task

d. Digit Span

e. Trail-Making

A

a. Letter Number Sequencing

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27
Q

Repeat each string of numbers in the order that it is said by the instructor

What type of intelligence test item is this?

a. Letter Number Sequencing

b. “What does this proverb mean?”

c. Classic reasoning task

d. Digit Span

e. Trail-Making

A

d. Digit Span

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28
Q

Interpret the meaning of a phrase or proverb, think abstractly, not literally

What type of intelligence test item is this?

a. Letter Number Sequencing

b. “What does this proverb mean?”

c. Classic reasoning task

d. Digit Span

e. Trail-Making

A

b. “What does this proverb mean?”

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29
Q

Assesses the speed at which someone can do a simple task

What type of intelligence test item is this?

a. Letter Number Sequencing

b. “What does this proverb mean?”

c. Classic reasoning task

d. Digit Span

e. Trail-Making

A

e. Trail-Making

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30
Q

e.g. 5-6-3,
8-4-9-2,
9-7-2-5-3-8-6-4

What type of intelligence test item is this?

a. Letter Number Sequencing

b. “What does this proverb mean?”

c. Classic reasoning task

d. Digit Span

e. Trail-Making

A

d. Digit Span

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31
Q

General intelligence is known as…?

A

‘g’ intelligence

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32
Q

What is ‘g’ intelligence?

A

General intelligence

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33
Q

What did Charles Spearman (1863-1945) do in his study on intelligence?

A

Factor analysed people’s performance on a range of different tests

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34
Q

Charles Spearman (1863-1945) factor analysed people’s performance on a range of different tests

What were his findings?

A

Found that performance on multiple tests of intelligence correlated significantly with one another

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35
Q

Charles Spearman (1863-1945) factor analysed people’s performance on a range of different tests

What 2 things did he propose about intelligence?

A
  1. Proposed the existence of a common factor/energy that makes people good at all types of mental ability tests or linked with high intelligence = g
  2. g reflects something that is common to all types of mental ability task, it should not matter which task you use as they all tell you something about that person’s underlying level of general intelligence
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36
Q

Charles Spearman (1863-1945) proposed the existence of a common factor/energy that makes people good at all types of mental ability tests or linked with high intelligence

What is this factor/energy called?

A

‘g’ intelligence

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37
Q

According to Charles Spearman (1863-1945), ‘g’ reflects something that is common to all types of mental ability task

What does this suggest about using different intelligence test items?

A

It should not matter which task you use as they all tell you something about that person’s underlying level of general intelligence

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38
Q

Common ‘mental energy’ underlying performance on all tests

Indifference of the indicator

What does this suggest?

A

We have a ‘g’ (general) intelligence that can be measured using all kinds of intelligence tests and it doesn’t matter which test you use as they all tell you something about that person’s underlying level of general intelligence

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39
Q

What are the 3 levels to the Hierarchy of Intelligence?

A
  1. g intelligence
  2. Broad domains
  3. Task level
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40
Q

general factor that represents some fundamental property, underlying our ability to process info and learn from experience

This is known as…?

A

General factor that represents some fundamental property, underlying our ability to process info and learn from experience

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41
Q

General factor that represents some fundamental property, underlying our ability to process info and learn from experience

What level of Hierarchy of Intelligence does this apply to?

a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)

A

c. g intelligence (L1)

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42
Q

What does g (high levels in hierarchy) explain about intelligence?

A

Explains individual differences in intelligence

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43
Q

What do low levels in hierarchy explain about intelligence?

A

Explains they are related to cognitive psychology/ neuropsychology

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44
Q

What 4 components are involved in level 2 (broad domains) of the hierarchy of intelligence?

A
  1. Verbal Ability
  2. Working memory
  3. Visual-spatial reasoning
  4. Processing speed
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45
Q

What 2 components are involved in level 3 (task level) of the hierarchy of intelligence that are used to measure verbal ability?

A
  1. Vocab reading
  2. Synonyms
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46
Q

What 2 components are involved in level 3 (task level) of the hierarchy of intelligence that are used to measure working memory?

A
  1. Digit span
  2. Letter-number sequencing
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47
Q

What 2 components are involved in level 3 (task level) of the hierarchy of intelligence that are used to measure visual-spatial reasoning?

A
  1. Box-folding
  2. Hidden figures
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48
Q

What 2 components are involved in level 3 (task level) of the hierarchy of intelligence that are used to measure processing speed?

A
  1. Reaction time
  2. Trail-making
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49
Q

What level of Hierarchy of Intelligence does this apply to?

Verbal Ability

a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)

A

b. broad domains (L2)

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50
Q

What level of Hierarchy of Intelligence does this apply to?

Working memory

a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)

A

b. broad domains (L2)

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51
Q

What level of Hierarchy of Intelligence does this apply to?

Visual-spatial reasoning

a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)

A

b. broad domains (L2)

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52
Q

What level of Hierarchy of Intelligence does this apply to?

Processing speed

a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)

A

b. broad domains (L2)

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53
Q

What level of Hierarchy of Intelligence does this apply to?

Vocab reading

a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)

A

a. task level (L3)

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54
Q

What level of Hierarchy of Intelligence does this apply to?

Synonyms

a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)

A

a. task level (L3)

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55
Q

What level of Hierarchy of Intelligence does this apply to?

Digit span

a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)

A

a. task level (L3)

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56
Q

What level of Hierarchy of Intelligence does this apply to?

Letter-number sequencing

a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)

A

a. task level (L3)

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57
Q

What level of Hierarchy of Intelligence does this apply to?

Box-folding

a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)

A

a. task level (L3)

58
Q

What level of Hierarchy of Intelligence does this apply to?

Hidden figures

a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)

A

a. task level (L3)

59
Q

What level of Hierarchy of Intelligence does this apply to?

Reaction time

a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)

A

a. task level (L3)

60
Q

What level of Hierarchy of Intelligence does this apply to?

Trail-making

a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)

A

a. task level (L3)

61
Q

What 2 intelligence tasks/tests are used to measure verbal ability?

A
  1. Vocab reading
  2. Synonyms
62
Q

What 2 intelligence tasks/tests are used to measure working memory?

A
  1. Digit span
  2. Letter-number sequencing
63
Q

What 2 intelligence tasks/tests are used to measure visual-spatial reasoning?

A
  1. Box-folding
  2. Hidden figures
64
Q

What 2 intelligence tasks/tests are used to measure processing speed?

A
  1. Reaction time
  2. Trail-making
65
Q

True or False?

There is no consensus on a precise hierarchical structure/content of intelligence

A

True

66
Q

There is no consensus on a precise hierarchical structure/content of intelligence

Why?

A

Different models vary in terms of the number and type of domains that they consider and even the number of levels within the hierarchy with some proposing more levels

67
Q

Different models of hierarchy of intelligence vary in terms of …?

List 3 points

A
  1. The number of domains
  2. The type of domains
  3. The number of levels within the hierarchy, with some proposing more levels
68
Q

What level of Hierarchy of Intelligence does this apply to?

Explains individual differences in intelligence

a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)

A

c. g intelligence (L1)

69
Q

What level of Hierarchy of Intelligence does this apply to?

Are related to cognitive psychology/ neuropsychology

a. task level (L3)
b. broad domains (L2)
c. g intelligence (L1)

A

b. broad domains (L2)

70
Q

According to Chamorro-Premuzic (2013), IQ correlates with 3 things

What are they?

A
  1. Academic achievement
  2. Job performance
  3. Longevity
71
Q

Define Cognitive Epidemiology

A

The examination of cognition/ IQ as a correlate of health and mortality

72
Q

The examination of cognition/ IQ as a correlate of health and mortality

This is known as…?

A

Cognitive Epidemiology

73
Q

What 2 factors affect Cognitive Epidemiology?

A
  1. Reverse causation
  2. Confounding effects e.g. of socio-economic status (SES)
74
Q

Reverse causation can influence Cognitive Epidemiology

Give an example of reverse causation

A

Poor health can influence IQ

75
Q

Confounding effects can influence Cognitive Epidemiology

Give an example of reverse causation

A

e.g. of socio-economic status (SES)

Childhood SES influences health AND IQ

76
Q

Longitudinal designs help to establish causality of intelligence and health

What are the 3 steps to studying individuals longitudinally?

A
  1. Study people from childhood, consider their SES
  2. Follow these people up overtime right through to later life
  3. Gather info on health behaviour
77
Q

_____ designs help to establish causality of intelligence and health

a. Cross-sectional
b. Between-subjects
c. Longitudinal

A

c. Longitudinal

78
Q

Describe the Scottish Birth Cohort Studies (Deary et al., 2004) on intelligence

List 5 points

A
  1. In 1931, Scotland’s Mental Survey Committee gathered to plan how to measure the mental ability of the Scottish nation’s children
  2. They decided to test the entire nation
  3. On Wednesday, June 1, 1932, almost every child born in 1921 and attending school in Scotland took the same mental test with the same time limit after hearing the same instructions
  4. The exercise was repeated in 1947 with children born in 1936
  5. Samples of these participants were traced and recruited into cohort studies:

Lothian (Edinburgh) Birth Cohorts:
LBC 1921
LBC 1936

Aberdeen Birth Cohorts:
ABC 1921
ABC 1936

79
Q

Describe the Moray House Test (Deary et al., 2004) on intelligence and mortality/longevity

List 4 points

A
  1. 71 items including:
  • Arithmetic
  • Following directions
  • Proverbs
  • Analogies
  • Reasoning etc.
  1. Scores correlate with Raven’s Matrices and Stanford-Binet
  2. Valid measures of age 10/11 IQ
  3. Can investigate the influence of early life IQ on health and mortality/longevity
80
Q

Can investigate the influence of early life IQ on health and mortality/longevity

What test does this apply to?

A

The Moray House Test

81
Q

The Moray House Test (Deary et al., 2004) consisted of 71 items including…?

List 5 intelligence items

A
  1. Arithmetic
  2. Following directions
  3. Proverbs
  4. Analogies
  5. Reasoning
82
Q

Scores on the Moray House Test (Deary et al., 2004) correlated with 2 other types of measures

What were they?

A
  1. Raven’s Matrices
  2. Stanford-Binet
83
Q

Valid measures of IQ for individuals aged 10/11

This is known as…?

A

The Moray House Test

84
Q

Scores correlate with Raven’s Matrices and Stanford-Binet

This is known as…?

A

The Moray House Test

85
Q

Almost every child born in 1921 and attending school in Scotland took the same mental test with the same time limit after hearing the same instructions

This is known as…?

A

Scottish Birth Cohort Studies

86
Q

This is an example test item in what type of intelligence test?

Fin is to fish, as wing is to:

Feather
Air
Bird
Sail
Herring

a. The Moray House Test
b. Scottish Birth Cohort Studies

A

a. The Moray House Test

87
Q

This is an example test item in what type of intelligence test?

TRAGU is cheaper than VASHOL and VASHO; is dearer than SPONGOP
What is the dearest?

a. The Moray House Test
b. Scottish Birth Cohort Studies

A

a. The Moray House Test

88
Q

This is an example test item in what type of intelligence test?

Three posts are at the corners of an equilateral, that is an equal-sided triangle. From where I am standing, the post nearest to me seems to be exactly halfway between the other two. If I now take two sidesteps to the left, will the post look like:

a. | ||
b. || |

a. The Moray House Test
b. Scottish Birth Cohort Studies

A

a. The Moray House Test

89
Q

Describe Whalley and Deary’s (2001) study on age 11 IQ and longevity

List 3 points

A
  1. Traced 2230 (80%) of ABC 1921 cohort
  2. Compared childhood IQ scores of survivors (age 76yrs) vs. non-survivors
  3. SES is estimated by ‘overcrowding’ in childhood and father’s occupation
90
Q

Describe the results of Whalley and Deary’s (2001) study on age 11 IQ and longevity

List 2 points

A
  1. Significant correlation between age-11 IQ and age of death after controlling for childhood SES (r =.19)
  2. Effect size is smaller in men (3.6 points) than women (5.6 points)
91
Q

Whalley and Deary (2001) found a significant correlation between age-11 IQ and age of death after controlling for childhood SES

What does this suggest? List 2 points

A
  1. Higher IQs to those who survived than those who have not
  2. In general, having a higher IQ in childhood seems to be linked with increased longevity
92
Q

Whalley and Deary (2001) found a significant correlation between age-11 IQ and age of death after controlling for childhood SES

What support does this give about the relationship between IQ and health?

A

Gives support that it’s the IQ level that is causing a change in health and lifespan and not just due to the confounding effect of SES

93
Q

Whalley and Deary (2001) found a significant correlation between age-11 IQ and age of death after controlling for childhood SES, with a smaller effect size in men (3.6 points) than in women (5.6 points)

What does this suggest? List 2 points

A
  1. At any age group, women with the highest IQ scores are more likely to survive than those with the lowest IQ score
  2. Around the age of late teens and early 20s, men with lower IQ had a survival advantage over men with higher IQ (reverse effect)
94
Q

Based on Whalley and Deary’s (2001) findings, around the age of late teens and early 20s, men with lower IQ had a survival advantage over men with higher IQ (reverse effect)

Why is this the case?

A

This data was collected during WW2; men with lower IQ scores were more likely to have been rejected for military service during this time and so were less likely to have died in active service compared to men with high IQ scores

95
Q

Whalley and Deary (2001) found a significant correlation between age-11 IQ and age of death after controlling for childhood SES

____ experienced a smaller effect than their opposite gender counterparts

a. Men
b. Women

A

a. Men

96
Q

Give 3 examples of cohort studies for Cognitive Epidemiology

A
  1. Swedish Conscripts Study
  2. Nun Study
  3. Danish Metroplit Study
97
Q

Describe the Swedish Conscripts Study

List 2 points

A
  1. 49,323 men took IQ tests within the military service conscription exam
  2. Age 18 (1969/1970)
98
Q

Describe the Nun Study

List 2 points

A
  1. Linguistic measures from autobiographies of 180 nuns written in 1930
  2. Aged 22
99
Q

Describe the Danish Metroplit Study

A

11, 376 12-year-old boys in Copenhagen were given classroom IQ tests in 1965 in a social mobility study

100
Q
  1. Swedish Conscripts Study
  2. Nun Study
  3. Danish Metroplit Study

What did these cohort studies support?

A

Cognitive Epidemiology

101
Q

What did Batty et al.’s (2007) systematic review discover about IQ and mortality, after controlling for childhood SES?

A

The 9 studies show that higher IQ in first 20 years of life is linked with lower mortality, even after adjusting for childhood SES

102
Q

Batty et al.’s (2007) systematic review of 9 studies show that higher IQ in first ___ years of life is linked with lower mortality, even after adjusting for childhood SES

A

20

103
Q

Batty et al.’s (2007) systematic review of 9 studies show that higher IQ in first 20 years of life is linked with _____ mortality, even after adjusting for childhood SES

a. lower
b. higher

A

a. lower

104
Q

According to Deary (2008), “_____ can predict mortality more strongly than body mass index, total cholesterol, blood pressure or blood glucose, and at a similar level to smoking”

A

Intelligence

105
Q

What are the 4 types of causal mechanisms for IQ and health, according to Deary (2008)?

A
  1. IQ → Education → Employment Prospects → Adult SES status
  2. IQ → Health literacy and health behaviours → Medication adherence, Healthy eating and physical activity, Wearing seatbelts, Hangover frequency
  3. Suboptimal neural development → IQ, Psychiatric Burden
  4. Body system integrity → IQ, Health problems
106
Q

IQ → Education → Employment Prospects → Adult SES status

How does this causal mechanism contribute to health, wellbeing and IQ?

List 2 points

A
  1. Having a high IQ results in a survival advantage because it makes you more likely to end up with a secure, higher, SE as an adult and benefit from all the health advantages that this brings
  2. Adjusting for adult SES reduces IQ-longevity association
107
Q

IQ → Health literacy and health behaviours → Medication adherence, Healthy eating and physical activity, Wearing seatbelts, Hangover frequency

How does this causal mechanism contribute to health, wellbeing and IQ?

A

Having a high IQ, likely to have high health literacy (likely to be able to understand some of the varied and confusing health info that you receive from different sources and use this to make sensible decisions about health)

108
Q

Suboptimal neural development → IQ, Psychiatric Burden

How does this causal mechanism contribute to health, wellbeing and IQ?

List 3 points

A
  1. Low IQ is associated with psychiatric disorders
  2. But controlling for birth weight does not eliminate IQ-longevity links
  3. Interruption to brain development could limit a person’s IQ and make them more vulnerable to serious mental health problems which can have a negative impact on their general health
109
Q

Body system integrity → IQ, Health problems

How does this causal mechanism contribute to health, wellbeing and IQ?

List 4 points

A
  1. Bodily symmetry associated with IQ
  • Bodily symmetry = sign of general health and fitness
  1. A higher IQ is a more general marker of overall body system integrity
  2. A combination of factors such as genetics, environmental factors, etc result in some people having a well-put-together body. This includes a high-functioning brain and a healthy rest of the body
  3. High body system integrity = more likely to have a higher IQ and to live longer
110
Q

Which causal mechanism does this apply to?

Low IQ is associated with psychiatric disorders

a. IQ → Education → Employment Prospects → Adult SES status

b. IQ → Health literacy and health behaviours → Medication adherence, Healthy eating and physical activity, Wearing seatbelts, Hangover frequency

c. Suboptimal neural development → IQ, Psychiatric Burden

d. Body system integrity → IQ, Health problems

A

c. Suboptimal neural development → IQ, Psychiatric Burden

111
Q

Which causal mechanism does this apply to?

A higher IQ is a more general marker of overall body system integrity

a. IQ → Education → Employment Prospects → Adult SES status

b. IQ → Health literacy and health behaviours → Medication adherence, Healthy eating and physical activity, Wearing seatbelts, Hangover frequency

c. Suboptimal neural development → IQ, Psychiatric Burden

d. Body system integrity → IQ, Health problems

A

d. Body system integrity → IQ, Health problems

112
Q

Which causal mechanism does this apply to?

Interruption to brain development could limit a person’s IQ and make them more vulnerable to serious mental health problems which can have a negative impact on their general health

a. IQ → Education → Employment Prospects → Adult SES status

b. IQ → Health literacy and health behaviours → Medication adherence, Healthy eating and physical activity, Wearing seatbelts, Hangover frequency

c. Suboptimal neural development → IQ, Psychiatric Burden

d. Body system integrity → IQ, Health problems

A

c. Suboptimal neural development → IQ, Psychiatric Burden

113
Q

Which causal mechanism does this apply to?

A combination of factors such as genetics, environmental factors, etc result in some people having a well-put-together body. This includes a high-functioning brain and a healthy rest of the body

a. IQ → Education → Employment Prospects → Adult SES status

b. IQ → Health literacy and health behaviours → Medication adherence, Healthy eating and physical activity, Wearing seatbelts, Hangover frequency

c. Suboptimal neural development → IQ, Psychiatric Burden

d. Body system integrity → IQ, Health problems

A

d. Body system integrity → IQ, Health problems

114
Q

Which causal mechanism does this apply to?

Having a high IQ, likely to have high health literacy (likely to be able to understand some of the varied and confusing health info that you receive from different sources and use this to make sensible decisions about health)

a. IQ → Education → Employment Prospects → Adult SES status

b. IQ → Health literacy and health behaviours → Medication adherence, Healthy eating and physical activity, Wearing seatbelts, Hangover frequency

c. Suboptimal neural development → IQ, Psychiatric Burden

d. Body system integrity → IQ, Health problems

A

b. IQ → Health literacy and health behaviours → Medication adherence, Healthy eating and physical activity, Wearing seatbelts, Hangover frequency

115
Q

Which causal mechanism does this apply to?

Having a high IQ results in a survival advantage because it makes you more likely to end up with a secure, higher, SE as an adult and benefit from all the health advantages that this brings

a. IQ → Education → Employment Prospects → Adult SES status

b. IQ → Health literacy and health behaviours → Medication adherence, Healthy eating and physical activity, Wearing seatbelts, Hangover frequency

c. Suboptimal neural development → IQ, Psychiatric Burden

d. Body system integrity → IQ, Health problems

A

a. IQ → Education → Employment Prospects → Adult SES status

116
Q

Adjusting for adult SES reduces ___ association

A

IQ-longevity

117
Q

Adjusting for ____ reduces IQ-longevity association

A

Adult SES

118
Q

Controlling for birth weight does not eliminate ____ links

A

IQ-longevity links

119
Q

Controlling for ___ does not eliminate IQ-longevity links

A

Birth weight

120
Q

True or False?

High body system integrity = less likely to have a higher IQ and to live longer

A

False

High body system integrity = more likely to have a higher IQ and to live longer

121
Q

Describe Ali et al.’s (2013) study on intelligence and happiness

List 4 points

A
  1. Noted that little work has been done so far to directly examine the relationship between IQ and happiness

Found mixed results from previous studies

A representative sample of 7403 English adults

  1. Measured Happiness

e.g. Taking all things together, how happy would you say you were these days
a. very happy
b. Fairly happy
c. Not too happy

  1. Verbal IQ measured with National Adult Reading Test (NART) – resistant to short-term changes in cognition
  • e.g. Chord, Placebo, Beatif, Sidereal
  • Only people who have heard/used/are familiar with these vocabularies know how to pronounce them correctly
  1. Measured potential mediating variables (potential causal factors) that may account for any IQ-happiness relationship
122
Q

How does the mediation model work?

List 3 points

A
  1. Look at the correlation between the predictor variable and outcome (e.g. IQ and happiness)
  2. Add in a mediating variable to see if the instructor of the mediating variable reduces the strength of the original association (similar to partial correlation)
  3. If the mediating variable does reduce the link of that original association, this suggests that the mediator is at least, partly responsible for the original association = potential causal mechanism
123
Q

Arrange the steps to the mediation model in the correct order

If the mediating variable does reduce the link of that original association, this suggests that the mediator is at least, partly responsible for the original association = potential causal mechanism

Look at the correlation between the predictor variable and outcome (e.g. IQ and happiness)

Add in a mediating variable to see if the instructor of the mediating variable reduces the strength of the original association (similar to partial correlation)

A
  1. Look at the correlation between the predictor variable and outcome (e.g. IQ and happiness)
  2. Add in a mediating variable to see if the instructor of the mediating variable reduces the strength of the original association (similar to partial correlation)
  3. If the mediating variable does reduce the link of that original association, this suggests that the mediator is at least, partly responsible for the original association = potential causal mechanism
124
Q

According to the mediation model, if the mediating variable does reduce the link of that original association, this suggests that the mediator is …?

A

At least, partly responsible for the original association

simply = potential causal mechanism

125
Q

Describe the results of Ali et al.’s (2013) study on intelligence and happiness

A

High IQ predicted the likelihood of being happy

126
Q

In Ali et al.’s (2013) study on intelligence and happiness, high IQ predicted the likelihood of being happy

What 6 factors mediated this relationship between the 2 variables?

A
  1. Dependency in Activities of Daily Living
  2. Income
  3. Neurotic Symptoms
  4. Self-reported Health
  5. Marital status
  6. Social participation
127
Q

Define Dependency in Activities of Daily Living

A

Requiring help or support from others when doing daily activities

128
Q

Dependency in Activities of Daily Living is ____ in people with high IQs

a. Higher
b. Lower

A

b. Lower

129
Q

Dependency in Activities of Daily Living is ____ in people with low IQs

a. Higher
b. Lower

A

a. Higher

130
Q

Dependency in Activities of Daily Living is higher in people with low IQs

What does this suggest about IQ and happiness?

A

Suggests that part of the reason why having a low IQ could reduce happiness is due to a lack of independence in these daily living activities

131
Q

Income is ____ in people with high IQs

a. Higher
b. Lower

A

a. Higher

132
Q

Income is ____ in people with low IQs

a. Higher
b. Lower

A

b. Lower

133
Q

Neurotic symptoms is ____ in people with high IQs

a. Higher
b. Lower

A

b. Lower

134
Q

Neurotic symptoms is ____ in people with low IQs

a. Higher
b. Lower

A

a. Higher

135
Q

Self-reported health is ____ in people with high IQs

a. Higher
b. Lower

A

a. Higher

136
Q

Self-reported health is ____ in people with low IQs

a. Higher
b. Lower

A

b. Lower

137
Q

Marital status is ____ in people with high IQs

a. Higher
b. Lower

A

a. Higher

138
Q

Marital status is ____ in people with low IQs

a. Higher
b. Lower

A

b. Lower

139
Q

Social participation is ____ in people with high IQs

a. Higher
b. Lower

A

a. Higher

140
Q

Social participation is ____ in people with low IQs

a. Higher
b. Lower

A

b. Lower

141
Q

True or False?

Further studies are needed to test mechanisms longitudinally

A

True

YEAR 2 Personality & ID (10 decks)

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